Enhancing Trustworthiness and Academic Recognition of Practice-Based Research Conducted by Practitioner-Researchers

This research investigated how trustworthiness in practice-based research (PBR) by practitioner-researchers can be supported in a doctoral course context. The study analyzed one student group project in the Doctor of Design (DDes) program at the School of Design, The Hong Kong Polytechnic University (PolyU Design), treating the student work as the case study of PBR in a doctoral subject. The case involved first‑year DDes students, all experienced design practitioners, who conducted PBR on artificial intelligence (AI)‑assisted scriptwriting as both creative practice and research inquiry, and this study focused on how students understood, implemented, and supported trustworthiness within that project. Data for the case study included observations notes from class tutorials and presentations, students’ project documents (e.g., initial proposal, project reports, reflective reports), and a post‑course semi‑structured focus‑group interview with the four student participants. The study addressed three questions: how PBR was implemented in academic settings, what challenges arose in ensuring research trustworthiness, and what strategies supported trustworthiness. The findings underscored the significance of systematic structuring of the research process, reflective documentation, and the management of the dual role of practitioner-researchers. This study contributes a contextually grounded conceptual and practical framework for enhancing methodological rigor in PBR and emphasizes the need for doctoral educational frameworks that better integrate creative and scholarly practices.